Relevant bibliographies by topics / Pedagogical Theories. Education. Learn to learn

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical Theories. Education. Learn to learn'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Pedagogical Theories. Education. Learn to learn"

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Andrade, Maureen Snow. "Online English Language Learning: Theory-Based Course Design and Pedagogy." Journal of Education and Training Studies 5, no. 3 (2017): 1. http://dx.doi.org/10.11114/jets.v5i3.2058.

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The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularl
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Grimm, Stephanie Dehning. "Learning Logs: Incorporating Writing-to-Learn Assignments into Accounting Courses." Issues in Accounting Education 30, no. 2 (2014): 79–104. http://dx.doi.org/10.2308/iace-50980.

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ABSTRACT The writing across the curriculum movement advocates using Writing-to-Learn (WTL) assignments to facilitate learning. The basic premise of WTL assignments is that students learn concepts better when they write about them. This article discusses the pedagogical theories relating to WTL that were used to design and implement learning logs in an introductory financial accounting course. Learning logs are two-page papers requiring students to interpret and apply accounting concepts. One learning log assignment requires students to prepare a whistleblower letter reporting a fraud that they
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Fitrawati, Fitrawati. "TEACHING ENGLISH FOR YOUNG LEARNERS “ HOW THEY LEARN AND PEDAGOGIGAL IMPLICATION “." Pedagogi: Jurnal Ilmu Pendidikan 13, no. 2 (2013): 62. http://dx.doi.org/10.24036/pedagogi.v13i2.4282.

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There is now a growing tendency among Indonesian people to introduce English to children starting from the early age, through either formal or informal education. This can be seen from the mushrooming of bilingual and international schools where English is used as the language of instruction as well as the increasing number of English courses aimed especially for children. Sometimes people hold a misconception regarding teaching English for young learners, in which they believe that the earlier the kids learn a foreign language, the better it will be. As a matter of fact, this assumption is no
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Muhammad Ari Saputra, Muhammad Ari Saputra, and Rizky Yolanda. "Teaching English to Young Learners in India: English Classes Pratham Education." Journal of English Education and Linguistics 1, no. 2 (2020): 42–49. http://dx.doi.org/10.56874/jeel.v1i2.244.

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There is now a growing tendency among Indonesian people to introduce English to children starting from the early age, through either formal or informal education. This can be seen from the mushrooming of bilingual and international schools where English is used as the language of instruction as well as the increasing number of English courses aimed especially for children. Sometimes people hold a misconception regarding teaching English for young learners, in which they believe that the earlier the kids learn a foreign language, the better it will be. As a matter of fact, this assumption is no
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Shaffer, David Williamson. "Pedagogical Praxis: The Professions as Models for Postindustrial Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 7 (2004): 1401–21. http://dx.doi.org/10.1177/016146810410600701.

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In this article, I propose a theory of pedagogical praxis. Pedagogical praxis begins with the premise that under the right conditions, computers and other information technologies can make it easier for students to become active participants in meaningful projects and practices in the life of their community and suggests that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a br
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ΨΩΜΟΣ, ΠΑΝΑΓΙΩΤΗΣ. "Educational Digital Storytelling and Learning Theories." Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση 12, no. 5 (2024): 62–75. http://dx.doi.org/10.12681/icodl.6014.

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A key purpose of education is to achieve learning since learning plays a key role in the development of human society. There are many definitions of what learning is, with the common thread being that learning is capturing changes in an individual's behavior due to experience (De Houwer, Barnes-Holmes & Moors, 2013). A learning theory aims to describe how people learn, including the mechanisms and processes involved. Educational digital storytelling is a teaching strategy based on contemporary learning theories. The focus of this article is the relationship between educational digital stor
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Mhagama, Michaela. "Microteaching Practicum as an Avenue for Student Teachers to Learn the Art of Improvising Instructional Materials." International Journal of Education Foundations 1, no. 1 (2024): 01–06. https://doi.org/10.33687/ijef.001.01.0001.

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The use of instructional materials is essential in enhancing the delivery of content and supporting student comprehension in educational settings. In contexts with limited resources, such as many developing regions, teachers must often rely on improvisation to create these materials using locally available resources. Microteaching, a pedagogical tool that allows student teachers to practice teaching on a smaller scale, plays a crucial role in fostering improvisation skills. Through the microteaching practicum, student teachers learn to develop innovative instructional materials, aligning with
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Gren, Lisa H., L. Scott Benson, and Caren J. Frost. "Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs." Pedagogy in Health Promotion 6, no. 1 (2020): 36–45. http://dx.doi.org/10.1177/2373379919895037.

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The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential
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Valdirene, Barbosa Pereira, and Neta Vidal Zirani. "UM BREVE ESTUDO CONTEMPORÂNEO SOBRE AS TEORIAS PEDAGÓGICAS E A EDUCAÇÃO." Revistaft 27, no. 121 (2023): 46. https://doi.org/10.5281/zenodo.7802046.

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Este artigo tem a finalidade de fazer um breve estudo sobre as Teorias Pedagógicas e a Educação na contemporaneidade. O estudo se elencou nas seguintes indagações: Velhas práticas pedagógicas; os equívocos na teoria e prática do construtivismo em sala de aula e a ausência de um debate histórico-crítico na construção do saber. O objetivo geral da pesquisa bibliográfica é analisar o estudo sobre o debate contemporâneo das Teorias Pedagógicas e a Educação. O pr
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Stępkowski, Dariusz, and Dietrich Benner. "Pojęcie ukształcalności i jego miejsce w teorii wychowania Jeana Jacquesa Rousseau." Problemy Wczesnej Edukacji 30, no. 3 (2015): 39–51. http://dx.doi.org/10.5604/01.3001.0008.9214.

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The philosophical and pedagogical work of Jean Jacques Rousseau still raises many disputes and polemical debates. In this article, the authors focus on only one concept – perfectibilité, which is, according to them, the key to understanding his theories. By using the concept of perfectibilité, Rousseau defines the ambivalent characteristic of modern man, i.e., his ontological need to learn. The article consists of three parts. In the first, the authors try to locate the concept of perfectibilité in Rousseau’s philosophical and pedagogical texts. In the second, the meaning of the term is recons
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Dissertations / Theses on the topic "Pedagogical Theories. Education. Learn to learn"

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Hunter, Lindqvist Steven. "What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63575.

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The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear
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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.

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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, i
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Denmark, Heather. "A comparative review of the works of Feldman, Sternberg, Gardner and Eisner and the resulting practical application for the secondary art classroom." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/371.

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Some fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my thesis will consist of analyzing and synthesizing the research of Feldman, Sternberg, Gardner and Eisner
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Takeuchi, Miwa. "Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms." Thesis, 2012. http://hdl.handle.net/1807/32821.

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Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity the
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Buthelezi, Zanele Gladness. "An investigation into the use of pages of Learn with Echo newspaper supplement as an educational/pedagogical tool in classrooms of adults in the greater Pietermaritzburg area." Thesis, 2006. http://hdl.handle.net/10413/1668.

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This study investigates the use of the Learn with Echo newspaper supplement as an educational/pedagogical tool in classrooms of adults in the Greater Pietermaritzburg area. The Learn with Echo newspaper supplement is supplied to many adult education centres in Pietermaritzburg and other areas once a week, but there is little empirical evidence of how it is used. Learn with Echo is a four page weekly adult literacy and basic education newspaper supplement. It is produced by the Centre of Adult Education at the University of KwaZulu-Natal in Pietermaritzburg. This newspaper supplement was founde
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Sen, Goksenin. "How does a grade 8 science teacher learn to teach quantum mechanics?: an exploratory case study." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8641.

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In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s
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Books on the topic "Pedagogical Theories. Education. Learn to learn"

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Gill, Jerry H. Learning to learn: Toward a philosophy of education. Humanities Press, 1993.

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Pound, Linda. How children learn: Educational theories and approaches : from Comenius the father of modern education to giants such as Piaget, Vygotsky and Malaguzzi. Practical Pre-School Books, 2014.

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Biba, Anna. Methods of preparing children to learn Russian at school. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is acco
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IGOShIN, Vladimir. Logic with elements of mathematical logic. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1856361.

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In the textbook, traditional logic is presented from the point of view of mathematical logic. Mathematization begins with the study of the topic "Concept", continues with the topic "Judgment" and reaches its greatest effectiveness in the study of deductive reasoning. Thus, the most effective part of traditional logic is subjected to mathematization.
 The issues of the relationship between logic and intuition in thought processes, the role of language in them, as well as plausible conclusions and elements of the theory of fuzzy sets and fuzzy logic are considered.
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Cole, Jill E. Teaching the Way Students Learn: Practical Applications for Putting Theories into Action. Rowman & Littlefield Education, 2012.

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Cole, Jill E. Teaching the Way Students Learn: Practical Applications for Putting Theories into Action. Rowman & Littlefield Education, 2012.

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Teaching the Way Students Learn: Practical Applications for Putting Theories into Action. Rowman & Littlefield Education, 2012.

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Teaching the Way Students Learn: Practical Applications for Putting Theories into Action. Rowman & Littlefield Education, 2012.

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Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.

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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptual
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Zhai, Xiaoming, and Joseph Krajcik, eds. Uses of Artificial Intelligence in STEM Education. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198882077.001.0001.

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Abstract In the age of rapid technological advancements, the integration of artificial intelligence (AI), machine learning (ML), and large language models (LLMs) in science, technology, engineering, and mathematics (STEM) education has emerged as a transformative force, reshaping pedagogical approaches and assessment methodologies. This book, comprising twenty-six chapters, delves deep into the multifaceted realm of AI-driven STEM education. It begins by exploring the challenges and opportunities of AI-based STEM education, emphasizing the intricate balance between human tasks and technologica
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Book chapters on the topic "Pedagogical Theories. Education. Learn to learn"

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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_52.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Fryer, Luke K., Alex Shum, and Kaori Nakao. "Motivation to Learn in Open, Distance, and Digital Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_52-1.

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AbstractAs research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.
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Toom, Auli, and Jukka Husu. "Research-based Teacher Education Curriculum Supporting Student Teacher Learning." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_10.

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AbstractCoherent research-based teacher education curriculum is of vital importance when educating student teachers for the teaching profession in the academic university context. It is essential that the characteristics and complexities of teachers’ work are comprehensively taken into account in the curriculum. At the same time, the curriculum needs to prepare student teachers to learn an inquiring orientation towards teachers’ work. It is essential that student teacher learning is at the core of teacher education programmes. This means that teacher education should have a clear research-based profile and organising theme, and that its curriculum should be coherent. In addition, pedagogical practices utilised in teacher education need to allow student teacher learning, collaboration with their peer students, active professional agency in a variety of ways, and allow for learning pertaining to taking care of their well-being. Teachers are in a key position in orchestrating pupils’ learning in their own classrooms, as well as in supporting their peer teachers’ learning, promoting pedagogical innovations, and developing schools. Pre-service teacher education should equip student teachers with strong professional agency, which allows them to learn continuously in the profession, support pupils and colleagues, as well as act professionally in continuously changing educational contexts.
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Blömeke, Sigrid, Ute Suhl, and Gabriele Kaiser. "Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge." In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_5.

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König, J., S. Blömeke, L. Paine, W. H. Schmidt, and F. J. Hsieh. "Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge." In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_9.

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Wang, Victor X. "Pedagogical Teaching and Learning." In Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-791-3.ch001.

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From infancy to adolescence, the degree of dependency on the part of learners requires pedagogical teaching and learning. To teach pedagogically, teachers are required to employ the so termed Stimulus-Response theory and some other related theories. To learn pedagogically, learners are accustomed to the so called top down education. With the advent of information communication technologies, there has emerged teaching and learning styles online. This chapter discusses pedagogical teaching and learning in comparison with andragogical teaching and learning. It should be a highly relevant chapter for teachers from K-12, as well as for teachers from adult education settings.
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Farmer, Lesley S. J. "Collective Intelligence in Online Education." In Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3873-8.ch016.

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Collective intelligence may be loosely defined as the capacity of a group to think, learn, and create collectively. Online education reflects an interactive mode relative to information, particularly because of social media, that can involve expertise and resources that generate collective intelligence to address issues. Several theories reflect a belief in the dynamic and situational meanings that collectives create. The impact of technology, particularly in terms of social networks, also informs collective intelligence-related educational theories. This chapter explains conditions for optimum use of collective intelligence, noting individual and group behaviors, cultural factors, and its application in online education.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Handbook of Research on Adult Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Chomutare Taridzo, Johansen Svein-Gunnar, Årsand Eirik, and Hartvigsen Gunnar. "Play and Learn: Developing a Social Game for Children with Diabetes." In Studies in Health Technology and Informatics. IOS Press, 2016. https://doi.org/10.3233/978-1-61499-664-4-55.

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While serious games in healthcare have gained much attention in recent years, the pedagogical, social or behavioural frameworks tied to the game elements are still poorly understood. We report the prototyping effort as work-in-progress for a serious social gaming framework for children with diabetes. Motivation theories were combined with child education literature to evaluate potential elements of the framework. Based on the evaluation, we designed cooperation, social comparison and focus on positive achievements as core game elements, and limited the extent of competition. Examining the theoretical foundations that underpin different elements of serious games promises a greater understanding of effective gaming techniques for healthcare.
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Conference papers on the topic "Pedagogical Theories. Education. Learn to learn"

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Dudko, Svetlana. "TEACHER CAPACITY BUILDING AS A MEANS OF PROMOTING EDUCATION FOR SUSTAINABLE DEVELOPMENT (Based on UNESCO and UNECE MATERIALS)." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-30-37.

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The article presents the main proposals and recommendations of UNESCO and the UN Economic Commission for Europe (UNECE), aimed at transforming teacher training systems for education for sustainable development (ESD). Since the planet's natural resources are limited, people must learn to use them rationally and, just as importantly, learn to live together and make responsible decisions so that our actions do not negatively affect other people and future generations. All this should be taught from early childhood. This is what education for sustainable development, led by UNESCO, is aimed at. St
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Fries, Laura, Caylor R. Davis, Icy (Yunyi) Zhang, and Ji Y. Son. "Teaching modeling in introductory statistics using the better book approach." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.vbhgj.

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Statistical modeling is typically seen as an advanced skill and rarely introduced to students at the introductory level. But in data science and its applications (e.g., public health, politics), modeling is a necessary component of data literacy. To address this need, we should teach introductory students modeling from the beginning, connecting the content to the modern world of data science. This may have the added benefit of bringing coherence to statistics. We teach this content using research-based pedagogy – the practicing connections framework – and utilize new technology (CourseKata.org
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Šūmane, Ilze, and Līga Āboltiņa. "Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.62.

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One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning betwee
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Terpenny, Janis P., and Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able
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Iliffe, Paul. "The Sat-Comms Game: teaching a complex subject for interdisciplinary audiences." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.018.

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This paper addresses general space education for interdisciplinary audiences. In particular, this paper considers education in the field of Satellite Telecommunications (Sat-Comms). The challenge in presenting the field of sat-comms for effective learning is two-fold. Firstly, this field is interdisciplinary, the disciplines are coupled, and it is complex. Secondly, the typical audiences for this subject often have diverse backgrounds. Hence, a suitable teaching strategy is required, so that all students can learn from a training session. Publicly available sat-comms training is largely engine
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Mancini, Francesco Maria, and Tanja Glusac. "Experiential and Integrated Learning Environments – Teaching Urban Design Studio at Curtin University." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11192.

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Experiential Learning and Integrated Learning Environments in Architecture is a pedagogic project based on action learning (Revans, 1980) that challenges the traditional design studio teaching approach to Architectural/Urban Design and builds on Dewey (1939) and Kolb (1984) theories of experiential learning. An innovative model of teaching Urban Design to Master of Architecture students has been trailed for the first time in 2018, when the studio was set in the City of Bayswater, and has been refined over the course of 2019 in two separate study periods – Study Period 1 (Rome/Milan Study Tour)
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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.

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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve
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UNGUREANU, Eugenia-Nadia. "Correlations of discovery learning with pedagogical theories and principles." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p159-165.

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Learning is about building knowledge. Learning theories fall into three categories: behaviorism, constructivism and cognitivism. Kindergarten activities lay the foundations for an openness to the concepts that children will encounter later. One of the teacher's tasks is to show the child how to learn, how to focus his or her attention in order to increase stability and distributivity and to observe, with interest, the material studied. The mastery of the teaching act consists in combining theoretical knowledge and practical usefulness in a unified process and supporting the child in acquiring
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Figueiredo, Mauro, Custódia Fonseca, Paula Ventura, Marielba Zacarias, and José Inácio Rodrigues. "The MILAGE LEARN+ app on Higher Education." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16254.

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This paper presents the use of MILAGE LEARN+ app on Higher Education, which takes advantage of gamification to motivate students and implements a self and peer assessment scheme. There are tasks with three different levels of difficulty to include all students. Tasks for beginners, to include low achiever’s students and advanced tasks to motivate high achiever’s students. Teachers can become producers of tasks and upload them to the MILAGE LEARN+ app, making them available for students. When students solve tasks they have immediate feedback, with the solution available with criteria for assess
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Share, Perry, and John Pender. "Helping tomorrow’s social professionals to learn about social robotics." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11205.

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This paper identifies that social robotics and autonomous technologies will inevitably impact on the field of care for human beings. Those currently employed in caring roles, and those about to enter these roles, are generally ill-prepared to respond to this challenge: whether it is to develop the skills to work alongside such technologies or to critically engage with their development. The paper outlines a current Erasmus+ funded international project (PRoSPEro) that brings together social roboticists, educators, learners, practitioners and policymakers in order to develop, pilot, assess and
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Reports on the topic "Pedagogical Theories. Education. Learn to learn"

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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve studen
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of contr
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical
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NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creat
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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.

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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long education
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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up app
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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний, and Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teachi
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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, et al. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmente
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